The Dynamic in Portugal’s Higher Education Policy

  • Guy Neave
Part of the Issues in Higher Education book series (IHIGHER)


One way to bring home the dynamic in the unfolding of autonomy on the one hand and the shaping of the Evaluative State on the other is to do so in terms of the predominant issues that preceded them and the policy themes that debate between universities and the polity threw up. Such an approach serves a number of uses. It sets the broader backdrop against which autonomy and the Evaluative State may be set. It also provides an introductory tableau for their subsequent and more detailed dissection. Seen from this admittedly historical perspective, these two focal issues arguably fall neatly into three chronological phases, each of which may be characterized by a dominant theme. These phases are as follows:
  1. 1)

    1980–93: balancing complexity and instability.

  2. 2)

    1994–2002: intention versus capacity.

  3. 3)

    2003–8: institutional autonomy or managerial freedom?



High Education System Unitary Model High Education Policy Institutional Autonomy Dutch Model 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Guy Neave 2012

Authors and Affiliations

  • Guy Neave
    • 1
  1. 1.CIPESMatosinhosPortugal

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